Methods for Analyzing Pathways through a Physics Major

Physics Education Research frequently investigates what students studying physics do on small time scales (e.g. single courses, observations within single courses), or post-education time scales (e.g., what jobs do physics majors get?) but there is little research into how students get from the beginning to the end of a physics degree. Our work attempts to visualize students paths through the physics major, and quantitatively describe the students who take physics courses, receive physics degrees, and change degree paths into and out of the physics program at Michigan State University.Comment: submitted to Physics Education Research Conference Proceedings 201

Understanding How Students Use Physical Ideas in Introductory Biology Courses

The University of Maryland (UMD) Biology Education and Physics Education Research Groups are investigating students' views on the role of physics in introductory biology courses. This paper presents data from an introductory course that addresses the fundamental principles of organismal biology and that incorporates several topics directly related to physics, including thermodynamics, diffusion, and fluid flow. We examine how the instructors use mathematics and physics in this introductory biology course and look at two students' responses to this use. Our preliminary observations are intended to start a discussion about the epistemological issues resulting from the integration of the science disciplines and to motivate the need for further research.Comment: Physics Education Research Conference 2010, Portland OR, 4 page

Emerging technologies in physics education

Three emerging technologies in physics education are evaluated from the interdisciplinary perspective of cognitive science and physics education research. The technologies - Physlet Physics, the Andes Intelligent Tutoring System (ITS), and Microcomputer-Based Laboratory (MBL) Tools - are assessed particularly in terms of their potential at promoting conceptual change, developing expert-like problem-solving skills, and achieving the goals of the traditional physics laboratory. Pedagogical methods to maximize the potential of each educational technology are suggested.Comment: Accepted for publication in the Journal of Science Education and Technology; 20 page

Modeling student pathways in a physics bachelor's degree program

Physics education research has used quantitative modeling techniques to explore learning, affect, and other aspects of physics education. However, these studies have rarely examined the predictive output of the models, instead focusing on the inferences or causal relationships observed in various data sets. This research introduces a modern predictive modeling approach to the PER community using transcript data for students declaring physics majors at Michigan State University (MSU). Using a machine learning model, this analysis demonstrates that students who switch from a physics degree program to an engineering degree program do not take the third semester course in thermodynamics and modern physics, and may take engineering courses while registered as a physics major. Performance in introductory physics and calculus courses, measured by grade as well as a students' declared gender and ethnicity play a much smaller role relative to the other features included the model. These results are used to compare traditional statistical analysis to a more modern modeling approach.Comment: submitted to Physical Review Physics Education Researc

Learning from physics education research: Lessons for economics education

We believe that economists have much to learn from educational research practices and related pedagogical innovations in other disciplines, in particular physics education. In this paper we identify three key features of physics education research that distinguish it from economics education research - (1) the intentional grounding of physics education research in learning science principles, (2) a shared conceptual research framework focused on how students learn physics concepts, and (3) a cumulative process of knowledge-building in the discipline - and describe their influence on new teaching pedagogies, instructional activities, and curricular design in physics education. In addition, we highlight four specific examples of successful pedagogical innovations drawn from physics education - context-rich problems, concept tests, just-in-time teaching, and interactive lecture demonstrations - and illustrate how these practices can be adapted for economic education.economic education; physics education research (PER); research-based teaching; preconceptions; metacognition; transfer; context-rich problems; peer instruction; just-in-time teaching; interactive lecture demonstration